Title : Building public health leadership capacity: Student perspectives on multicultural leadership training in higher education programme
Abstract:
The evolving landscape of global public health, characterised by complex disease patterns and population health challenges, demands robust leadership development in higher education. This study explores the implementation and impact of transformative multicultural teaching strategies in developing public health leadership competencies among undergraduate and postgraduate students at a UK higher education institution. Drawing from both critical and compassionate pedagogical frameworks, the research explores how collaborative learning environments can enhance students' self-leadership, emotional intelligence, and cultural competence. The study is grounded in established pedagogical research that emphasises the effectiveness of inquiry-based and cooperative learning approaches. While some scholars argue that leadership skills are primarily developed through experiential learning, this research demonstrates the value of integrating structured leadership training within public health education. Our approach specifically addresses the needs of a culturally diverse student cohort, moving beyond traditional "banking" methods of education to create an inclusive, participatory learning environment. The study explores how transformative pedagogical approaches in a multicultural classroom setting can foster critical thinking, public speaking skills, systems thinking and empathy – essential competencies for future public health leaders. By creating an atmosphere that values cultural diversity and promotes active engagement, the study reveals how students develop a stronger sense of belonging, which is particularly important for international students navigating cross-cultural educational environments. This paper contributes to the growing body of knowledge on public health leadership development by presenting evidence of how intentionally designed collaborative sessions can prepare students for real-world challenges. The findings demonstrate the importance of creating inclusive learning spaces that recognise and capitalise on cultural diversity as a strength in leadership development. The research has significant implications for higher education institutions seeking to cultivate effective global public health leaders who can navigate complex multicultural environments and drive positive societal change. The study's methodology combines theoretical frameworks from established scholars in transformative education with practical applications in public health leadership training. By examining student outcomes in areas such as teamwork, reflection, presentation skills, and report writing, the research provides valuable insights into effective pedagogical strategies for developing future public health leaders. These findings are particularly relevant for educational institutions working with diverse student populations and aiming to prepare graduates for leadership roles in global public health contexts. This research ultimately demonstrates how innovative pedagogical approaches can bridge the gap between theoretical knowledge and practical leadership skills while fostering an inclusive educational environment that prepares students for the complexities of global public health leadership.
